Learning to improve: using writing to increase critical thinking performance in general education biology

Increasingly, national stakeholders express concern that U.S. college graduates cannot adequately solve problems and think critically. As a set of cognitive abilities, critical thinking skills provide students with tangible academic, personal, and professional benefits that may ultimately address these concerns. As an instructional method, writing has long been perceived as a way to improve critical thinking. In the current study, the researchers compared critical thinking performance of students who experienced a laboratory writing treatment with those who experienced traditional quiz-based laboratory in a general education biology course. The effects of writing were determined within the context of multiple covariables. Results indicated that the writing group significantly improved critical thinking skills whereas the nonwriting group did not. Specifically, analysis and inference skills increased significantly in the writing group but not the nonwriting group. Writing students also showed greater gains in evaluation skills; however, these were not significant. In addition to writing, prior critical thinking skill and instructor significantly affected critical thinking performance, whereas other covariables such as gender, ethnicity, and age were not significant. With improved critical thinking skill, general education biology students will be better prepared to solve problems as engaged and productive citizens.     

An intensive primary-literature-based teaching program directly benefits undergraduate science majors and facilitates their transition to doctoral programs

UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998–1999 to 2004–2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.     

A DEMONSTRATION MODEL: OUTREACH CONTINUING EDUCATION FOR RURAL GERIATRIC HEALTH CARE PROVIDERS

This article describes an outreach continuing education program designed to increase the knowledge and skills of licensed practical nurses employed in long‐term care facilities in 26 rural southeast Georgia counties. The program used a modular self‐directed approach and was heavily supported with audiovisual materials. Four independent learning activities made up each of the nine modules. After pilot implementation of the curriculum, nonnurse health care providers asked to enroll in the course. Upon completion of the course, participants earned certificates as specialists in long‐term care of the elderly as well as continuing education credit.     

Student Outcomes: The Impact of Varying Living-Learning Community Models

This study explores the effect of three distinct living-learning community models on a variety of student experience and academic performance outcomes. Central to the analysis is an investigation of whether there are differences in outcomes for learning communities with different missions and structures, all three of which fall into the Linked Course learning community design. Even in the least coordinated, most basic, learning community model, students show more positive outcomes (first semester GPA, retention, first-year experience) than nonlearning community students. The fact that simple structures that facilitate student interaction around academic work (even without coordinated faculty involvement) have a positive effect for students of all preparation levels provides encouragement to campus leaders with limited resources who are working to develop methods for improving the undergraduate educational experience on their campuses.     

Concurrent Validity of LibQUAL+™ Scores: What Do LibQUAL+™ Scores Measure?

The present study investigated the validity of LibQUAL+™ scores, and specifically how total and subscale LibQUAL+™ scores are associated with self-reported, library-related satisfaction and outcomes scores. Participants included 88,664 students and faculty who completed the American English (n_AE = 69,494) or the British English (n_BE = 19,170) LibQUAL+™ language versions in the 2004 data collection cycle. Results suggest that LibQUAL+™ scores primarily measure satisfaction rather than outcomes.     

Creating connections: Library instruction across campus

The Library Outreach Program Committee at Western Washington University serves as a coordinating body for outreach activities to the non-departmental campus community. Successful projects include collaboration with New Student Services/Family Outreach, Academic User Technology Services, and Residential Life. A database of outreach activities assists in tracking and assessing outreach activities.